Bachelor of Engineering Technology in Electrical Engineering

Purpose

The Bachelor of Engineering Technology in Electrical Engineering [B. Eng. Tech (Electrical)] is specifically designed to build the necessary knowledge, understanding, abilities and skills required to be primarily competent practicing Electrical Engineering Technologist (as per the Sydney International Accord) or Technician (as per the Dublin International Accord).

The B. Eng. Tech (Electrical) will provide learners with a sound knowledge base in the Electrical Engineering discipline and the ability to apply that knowledge, skills and values to register professionally whilst also equipping them to undertake more specialised post graduate studies and provides inter alia:

1. Preparation for careers in Electrical Engineering itself and areas that potentially benefit from engineering skills and to make a contribution to the economy and national development.
2. The educational base required for registration as a Candidate and/or Professional Engineering Technologist with Engineering Council of South Africa (ECSA) who is characterised by the ability to:

• Apply established and newly developed engineering technology to solve broadly-defined problems, develop components, systems, services and processes.
• Provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.
• Work independently and responsibly, applying judgment to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
• Apply a specialised understanding of engineering sciences underlying a deep knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

Rationale

This qualification will provide crucial skills and add value to existing industries especially the automotive and related, as well as new business enterprises that are currently preparing themselves for the participation in the Coega Industrial Development Zone (IDZ). The many new developments planned include Fuel and Manganese refineries, Marine Engineering, a new Nuclear Power Station at Thyspunt and various renewable energy (Wind and Solar) projects in the Eastern and Northern Cape. These projects will require highly skilled Technicians, Technologists and Engineers for a number of years to come. It is clearly manifested in industry that effective engineering work takes place in teams. These engineering teams are combinations of a variety of disciplines (Civil, Electrical, Mechanical and Industrial). It is accepted practice that there is a large generic component of mathematical, natural and engineering sciences as well as the required complementary studies in the various engineering qualifications. Learning outcomes per registration cadre (Professional Engineering Technicians, Technologists and Engineers) is thus generic with the contents for certain modules being discipline specific.

Recognition of Prior Learning (RPL)

RPL will be applied in line with the institution's RPL policy.

As the learning qualification is Exit-Level Outcome based, whole qualifications will be evaluated for substantial equivalence in terms of documented and verified achievement of specified Exit-Level Outcomes. RPL implementation will use a triangulated verification approach using academic records, portfolios and interviews.

Entry Requirements

The minimum entrance requirements are

• National Senior Certificate (NSC) allowing entry to Bachelor's Degree studies.

Or

• National Certificate Vocational (NCV) at Level 4 allowing entry to Bachelor's Degree studies.

Or

• Senior Certificate with endorsement.

This qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 420 Credits.

Modules at NQF Level 5, 126 Credits

• Engineering Drawing 101, 14 Credits.
• Professional Communication Language 101, 14 Credits.
• Professional Communication Computers 101, 14 Credits.
• Engineering Skills 102, 14 Credits.
• Mathematics 101, 14 Credits.
• Physics 101, 14 Credits.
• Mathematics 102, 14 Credits.
• Physics 102, 14 Credits.
• Engineering Programming Electrical 102, 14 Credits.

Modules at NQF Level 6, 140 Credits

• Electronic Systems 102, 14 Credits.
• Mathematics 201, 14 Credits.
• Communication Systems 201, 14 Credits.
• Computer Systems 201, 14 Credits.
• Electronic Systems 201, 14 Credits.
• Electrical Systems 201, 14 Credits.
• Electrical Machines and Control 202, 14 Credits.
• Communication Systems 202, 14 Credits.
• Computer System 2, 14 Credits.
• Electrical Systems 202, 14 Credits.

Modules at NQF Level 7, 154 Credits

• Electronic Systems 202, 14 Credits.
• Electrical Machines and Control 301, 14 Credits.
• Automation and Control 301, 14 Credits.
• Computer Systems 301, 14 Credits.
• Research and Project Management 301, 14 Credits.
• Electrical Systems 301, 14 Credits.
• Automation and Control 302, 14 Credits.
• Corporate Citizenship for Engineering 302, 14 Credits.
• Capstone Project Electrical 302, 42 Credits.

1. Apply Electrical Engineering principles to systematically diagnose and solve broadly-defined engineering problems.
2. Use appropriate techniques, resources, and modern engineering tools including information technology, prediction and modelling, with an understanding of their limitations, restrictions, premises, assumptions and constraints.
3. Communicate effectively, both orally and in writing, with Electrical Engineering audiences and the affected parties.
4. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of Electrical Engineering technology practice.
5. Demonstrate knowledge and understanding of the impact of Electrical Engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
6. Demonstrate knowledge and understanding of Electrical Engineering management principles and apply these to one's own work, as a member and leader in a team and to manage projects.

Associated Assessment Criteria for Exit Level Outcome 1

• The problem is analysed and defined and criteria are identified for an acceptable solution.
• Relevant information and engineering knowledge and skills are identified for solving the problem.
• Possible solutions are evaluated and the best solution is selected.

Associated Assessment Criteria for Exit Level Outcome 2

• The method, skill or tool is assessed for applicability or limitations against the required results.
• The method, skill or tool is applied correctly to achieve required results.
• Computer applications are created, selected and used as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 3

• Appropriate structure, style and language of oral and verbal communication for the purpose of the communication and the target audience are used.
• Graphics that are appropriate and effective in enhancing the meaning of the text are used.
• Oral communication with the intended meaning being apparent is fluently delivered.

Associated Assessment Criteria for Exit Level Outcome 4

• The nature and complexity of ethical dilemmas is described.
• Ethical reasoning to evaluate engineering solutions is applied.
• Continued competence through keeping abreast of up-to-date tools and techniques available in the workplace is maintained.
• Decision making is limited to area of current competence.

Associated Assessment Criteria for Exit Level Outcome 5

• The impact of technology in terms of the limitations and benefits to the society is explained.
• The engineering activity in terms of the impact on occupational and public health and safety is explained.
• Personal, economic, social, cultural values and requirements are taken to consideration for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 6

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.
• The ability to function as a team leader is demonstrated.

Integrated Assessment

Capstone Project Electrical 302, with comprehensively detailed criteria, will provide the opportunity for comprehensive integrative assessment covering the complete spectrum of the learning achieved.

Both formative and summative assessment processes, throughout the duration of Capstone Project Electrical 302, will provide an opportunity for the learners to validate that they are able to integrate concepts, ideas and actions across the qualification to achieve the required competence in order to meet the purpose of the qualification.

The assessment tools will critically evaluate the learner's knowledge, critical thinking, and evaluation prowess as well as communication and presentation skills.

Formative Assessment

• Individual and collaborative group tutorials with memoranda and direct lecturer and/or tutor formative feedback.
• Individual and collaborative Assignments/Projects with direct discussions providing formative feedback.
• Class tests with direct formative feedback via memoranda and discussions.
• Computer based simulations.
• Computer based interactive feedback using clicker based systems/Moodle.

Summative Assessment

• Closed and/or open book tests including scoring and feedback.
• Individual projects and assignments including feedback via assessment rubrics and scoring.
• Group projects and assignments including scoring and feedback via assessment rubrics.
• Individual Presentations including feedback via assessment rubrics, lecturer and peer scoring.
• Closed or open book examinations.